A First-Grade Inclusion Model That Trains Classroom Teachers To Modify and Develop Curriculum for Language-Learning Disabled Students.

Autor/in	Reblin, Patricia A.
Titel	A First-Grade Inclusion Model That Trains Classroom Teachers To Modify and Develop Curriculum for Language-Learning Disabled Students.
Quelle	(1994), (73 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; Generalization; Grade 1; Language Acquisition; Language Impairments; Learning Disabilities; Mainstreaming; Primary Education; Resource Teachers; Social Integration; Speech Therapy; Team Teaching; Therapists + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Sprachaneignung; Spracherwerb; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Learning handicap; Lernbehinderung; Primarbereich; Lehrpersonal; Soziale Integration; Entwicklungsproximale Sprachtherapie; Logotherapie; Teamteaching; Therapist; Therapeut
Abstract	This practicum determined that students with language learning disabilities were not experiencing success in the regular classroom, and skills acquired in a pull-out program were not generalizing to the regular classroom. The practicum piloted a first-grade inclusion program which called for the resource room teacher and speech language pathologist to co-teach with the classroom teacher for 8 hours weekly. The three educators cooperatively modified curriculum for all language levels and co-taught lessons for the whole class along with daily small group cooperative learning lessons with teachers as facilitators. Data indicated that the number of referrals for speech and language services dropped somewhat, and staff felt that students had done better in the regular classroom than they would have in a pull-out program. Achievement increased along with social and pragmatic skills though not all students met the practicum objectives. Because learning experiences were connected, there was no problem with skills taught in the resource room generalizing to the classroom. The study concludes that implementation of such a co-teaching arrangement requires staff who are compatible, initial training, ample planning time, and a low teacher/student ratio. Copies of questionnaires used to assess staff attitudes toward the program are provided in appendixes. (Contains 19 references.) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC